“No longer a divide between students and staff”: Learning through participation in statistics resource development

In this paper, we analyse the diaries of two intern mathematics undergraduate students who were involved in a project on statistics resource development. Our purpose is to use the theoretical perspective of communities of practice (Wenger, 1998) to investigate how internship functions as a learning environment for these students. The results indicate how the two students shaped their own practice within the internship by establishing a mutual engagement and a shared repertoire and by integrating the joint enterprise of the task to their own work. The overall social environment of the internship, consisting of other students and staff, shaped the practice of the two students and became a learning environment for them.